scholarly journals Transforming Schools: The Power of Teachers’ Input in Professional Development

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Linda E Martin ◽  
Sherry Kragler ◽  
Diana Quatroche ◽  
Kathryn Bauserman
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Adult Learning ◽  
School Reform ◽  
Learning Theory ◽  
School Context ◽  
Adult Learning Theory ◽  
Positive Outcome ◽  
Professional Development Of Teachers

Recent legislative actions have mandated the professional development of teachers in hopes of improved student achievement. However, research has shown that mandated professional development most usually does not lead to a positive outcome. This article describes three aspects that have been identified as contributing to the transformation of instruction in schools: school context, role of the administrator, and cohesion between professional development and needs of students/teachers. Mezirow’s adult learning theory supports these important aspects of school reform and has implications for planning and developing educators’ professional development.

Exploring the Role of Adult Learning Theory in Understanding Employees' Participation in Non-Mandatory Training

2018 ◽  
pp. 48-80
Author(s):  
Jayaranjani Sutha
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Learning Theory ◽  
Organizational Support ◽  
Adult Learning Theory ◽  
Unique Role ◽  
Mandatory Training ◽  
The Relationship ◽  
Theoretical Foundations

The theme of employees' non-mandatory training participation intention has been viewed as being supported by limited theoretical foundations, specifically expectancy theory of motivation and perceived organizational support theory. Although contributions made by adult learning theory have long been acknowledged, it is important to recognize the unique role it has played by incorporating three theoretical pillars and consequently providing a strong foundation for employees' non-mandatory training participation intention. By identifying the relationship between employees' non-mandatory training participation intention and one of its closely allied fields, viz. adult education, this article argues that it is actually adult learning theory that provides a foundation and linkage for both fields.

Teachers Are Adult Learners

2020 ◽  
pp. 20-42
Keyword(s):  
Professional Development ◽  
Adult Learning ◽  
Community Of Practice ◽  
Professional Learning ◽  
Learning Theory ◽  
Situated Learning ◽  
Adult Learning Theory ◽  
Learning Groups ◽  
Joint Activities ◽  
Values And Beliefs

This chapter will expose the reader to adult learning theory, with particular emphasis on situated learning and discourse theory. Adult learning theory should inform the design of professional development sessions, with particular attention devoted to context and collaborative settings. Professional learning of teachers within the classroom is influenced by situated learning theory and has the potential for sustained professional development. Situated learning proposes that learning involves a process of engagement in a community of practice. People who share a concern or passion for something they do, involving members in joint activities and discussions as they build relationships that enable them to learn from each other, form communities of practice. The concept of community of practice is further discussed as it pertains to teacher professional learning groups. In education, teachers come to professional development sessions with espoused platforms, already equipped with values and beliefs about instruction in the classroom. Therefore, professional development cannot be a one-size-fits-all opportunity.

Application of Equity Theory on Adult Learning

2019 ◽  
pp. 56-84
Author(s):  
Jami Thejanee Perera ◽  
Jayaranjani Sutha
Keyword(s):  
Adult Learning ◽  
Human Resource Development ◽  
Human Resource ◽  
Learning Theory ◽  
Adult Learning Theory ◽  
Equity Theory ◽  
Resource Development ◽  
Future Research ◽  
The Individual

Learning is a complicated process, notwithstanding the fact that the individual learners, particularly adults, are complicated beings. Adult learning is a subject of ever-growing interest. With the changing demographic situation of the developed world, there has been a focus on the concept of lifelong learning. Studying adult learning theory is rapidly growing across the globe in the context of human resource development. The application of equity theory and its impacts are rarely considered in studies of adult learning and human resource development, and the link between the two theories are remains unclear. In fact, the role of equity theory and its impacts are rarely considered in studies of adult learning and human resource development. Hence, through the structured literature review, this chapter explores the role of equity theory in the context of adult learning theory and through that identifies the theoretical gaps and gives suggestions for future research.

Implementing adult learning theory into dental education

2010 ◽  
Vol 1 (2) ◽  
pp. 43-46
Author(s):  
Jane McHarg
Keyword(s):  
Professional Development ◽  
Adult Learning ◽  
Learning Theory ◽  
Undergraduate Education ◽  
Vocational Training ◽  
Dental Education ◽  
Adult Learning Theory ◽  
General Rules ◽  
Continual Professional Development

Examples from undergraduate education are used to illustrate the implementation of adult learning theory. However, the general rules apply to vocational training, postgraduate and continual professional development: empower the learner to take control!.

Exploring the Role of Adult Learning Theory in Understanding Employees' Participation in Non-Mandatory Training

2021 ◽  
pp. 1177-1201
Author(s):  
Jayaranjani Sutha
Keyword(s):  
Adult Education ◽  
Adult Learning ◽  
Learning Theory ◽  
Organizational Support ◽  
Adult Learning Theory ◽  
Unique Role ◽  
Mandatory Training ◽  
The Relationship ◽  
Theoretical Foundations

The theme of employees' non-mandatory training participation intention has been viewed as being supported by limited theoretical foundations, specifically expectancy theory of motivation and perceived organizational support theory. Although contributions made by adult learning theory have long been acknowledged, it is important to recognize the unique role it has played by incorporating three theoretical pillars and consequently providing a strong foundation for employees' non-mandatory training participation intention. By identifying the relationship between employees' non-mandatory training participation intention and one of its closely allied fields, viz. adult education, this article argues that it is actually adult learning theory that provides a foundation and linkage for both fields.

Writing Professor as Adult Learner: An Autoethnography of Online Professional Development

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Teresa Beth Henning
Keyword(s):  
Professional Development ◽  
Adult Learning ◽  
Faculty Development ◽  
Narrative Inquiry ◽  
Learning Theory ◽  
Adult Learner ◽  
Adult Learning Theory ◽  
Online Professional Development ◽  
Online Faculty ◽  
Online Faculty Development

This paper is an autoethnography of the author’s experiences taking a six-week, asynchronous, online, faculty development class for educators at the secondary and postsecondary levels. Using narrative inquiry, the author details her learning and the ways her experiences support adult learning theory. Implications of this research suggests that adult learning theory should also be applied to faculty development experiences because teachers are more likely to benefit from online faculty development if they are given the opportunity to direct the course of their development to suit their own needs.

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